Aim of today
Description of
breakout
content
Come and view how I organise my e-environment.
You will see how I use teacher and student
taskboards to support my Literacy and Numeracy
programme. You will also see how I manage and
organise my homework, using different e-tools and
spaces (blog, spelling city, wallwisher). Walk away
with practical and motivational ideas that support
your classroom programme authentically.
Organising your
e-environment
Aim of today…
 Expose you to how you might organise your e-environment
 Show you how you might house/share your online resources
- spelling city, wiki, blog, study ladder
 Provide ideas on how you might use all the different e-tools
authentically
 Examples of what it may look like in your planning
 Ideas on how to reduce teacher space and increase student
space within the classroom
 Ultimately, Walk away with at least one idea to improve the
organisation of your e-environment
Technology is rapidly advancing
Things you may have in
the classroom
My journey
My journey started…
Three computers & a data projector
Keeping busy on computers vs critical
selection
How do I share online resources with
my students?
Need arose for a forum where I could
display/share online resources
PowerPoint…
Student taskboards
Teacher taskboards
Reading Task board
Wednesday
Independent
activities
Pre reading
activity
Computers
Teacher
Easi-speak task
Easi-speak task
Teacher
Follow up
activity
Follow up
activity
Independent
activities
Independent
activities
Independent
literacy activity
Computers
Pre reading
activity
Teacher
Follow up
activity
Maths task board
Independent activities
Study ladder
Independent activities
Study ladder
Teacher
Study ladder
Independent activities
Teacher
Independent activities
Writing task board
Kiwi
Kea
Kereru
Tuesday
T
I
A
Wednesday
I
A
T
Thursday
A
T
I
We are learning to:
T - TEACHER
•Start our writing with a general
statement
I – INDEPENDENT WRITING
•Write independently
A - ACTIVITY
•Proof read a text to make sure it makes
sense
Student
task boards
Monday
Tuesday
Wednesday
Thursday
Black Bats
eBook
eBook
eBook
eBook
Golden
Goats
Kids
Britannica
Kids
Britannica
Kids
Britannica
Kids
Britannica
Red
Roosters
Kids
Britannica
Kids
Britannica
Kids
Britannica
Kids
Britannica
Silver
Snakes
Kids
Britannica
Kids
Britannica
Kids
Britannica
Kids
Britannica
Monday
Tuesday
Wednesday
Thursday
Friday
Tallest
shortest
Measuring
Estimating
Lab 2
Lab 2
Measuring
Measuring
Measuring
Measuring
Measuring
Measuring
Measuring
Measuring
Measuring
Measuring
Adding tools
to the
environment
The additions…
Big question
?
How do I authentically
integrate these tools into my
classroom?
?
Levels of integration
Teacher Level of Integration
Adapted from Cuban, L. (2001). Oversold and underused.
Computers in the classroom. Harvard University Press.
http://puttheeinlearning.wikispaces.com/Levels+of+Integration
Conventional
teaching
style
Teacher
desk at front
of room
Internet
never used
entry
Very little
published
work
Covered
Computer
Desks in
rows
http://www.jsharp.co.nz/Levelsintegration.htm
Conventional
work
alone
Some
‘Published’
work
Integration
one
curriculum
area
Internet
used
rarely
adoption
Random
Math
Games
Word
Processing
Desks
in
rows
keyboard
skills
Isolated
tasks
http://www.jsharp.co.nz/Levelsintegration.htm
Desks in
groups
Computer
centre
Periodically
projector
and IWB
Broad
internet
searches
Plans ICT
integration
adaptation
Word
processed
work
Formal
keyboarding
skills
Teacher
directed
activities
and
planning
Some
management
systems
Maths and
Reading
software
http://www.jsharp.co.nz/Levelsintegration.htm
Activities
linked to
teaching
and
learning
Desks
swapped
for tables
Students
move
freely
experimen
ting with
digital
tools
Informal
practitioner
Internet used
extensively
appropriation
Curriculum
specific areas
in room
HOT
models
Students
work in
groups
Full of
children’s
published
work
http://www.jsharp.co.nz/Levelsintegration.htm
variety of
digital
equipment
and
software
Informal
practitioner
Highly
independent
,self
managing
Projector/I
WB/mimio
used by
teacher and
students.
invention
Just in time
Classroom
divided into
curriculum
areas.
HOT models
integrated
http://www.jsharp.co.nz/Levelsintegration.htm
Self
reflection
and change
Creating new spaces…
In the classroom:
 Creating more student space
 Reducing teacher space
 Moving my teaching space so that it is not in front of the
white board
Online:
 Creating a class wiki to house resources
 Running my homework programme online
 Creating independent student task sheets to promote
independence and key competencies ‘managing self’
Housing
online
resources
Creating a wiki to house resources…
School wiki
Wiki resources
Jing
Classroom blog…
Celebrating learning…
Study Ladder
Ideas on
ways to use
the
different
tools
Using an easi-speak in reading
 Have students practise their fluency – listen to their
recordings and identify their next learning step
 Record current events
 Retell a story in sequence
 Character interviews
 Poetry recital
 Readers theatre
 Share prior knowledge of a book in the form of a bus stop
 Have students explain the strategies they use when they self
monitor
Using the easi-speak in Maths
 Have students explain the strategies they use to solve
different number problems
 Create simple measurement statements
 Number knowledge and place value
 Have students who are at number properties create
questions for others – record on easi-speak
 Creating songs to help learn basic facts
Using the digital camera in reading
 Have students create freeze frame images which depict the
main parts in a story. Once the photos are printed they can
add short captions
 Use the different features to record voices and complete a
character interview
 Use the video feature to ask and answer questions about the
book
Using the digital camera in
mathematics
 Shape hunt around the schools
 Sorting and classifying
 Weighing objects, ordering them from lightest to heaviest
and taking a photo of the order (same can be done for
ordering length and capacity)
 Taking photos of what numbers are made up of
(place value)
 Using the video feature to create songs to help learn basic
facts
Ensuring the
use of tools
Independent student taskboards
Independent activities…
What is
might look
like in your
planning
What the organisation might look
like in your planning
Room 12 weekly overview – Week 11, Term two, 2011
8.55 – 10.55
E-tools
Monday
Tuesday
Wednesday
Thursday
Friday
8.55 – roll
9.05 – Mathematics
- measurement
10.15 – Oral
language/ writing
8.55 – roll
9.05 – Mathematics
- measurement
10.15 – Oral language/
writing
8.55 – roll
9.05 – Mathematics
- measurement
10.15 – Oral
language/ writing
8.55 – roll
9.05 – Mathematics
- measurement
10.15 – Oral language/
writing
8.55 – roll
9.05 – Syndicate PE
10.00 - 9.05 –
Mathematics
- measurement
Data projector
Classroom computers
Mimio
Digital camera
Easy speak
ICT suite
Morning tea break
11.15 – 12.45
11.15 – Oral
language/ writing
12.00 –Reading
Wordstudy
11.15 –Reading
Wordstudy
Handwriting
-Ww
11.15 –Reading
Wordstudy
Handwriting
-Ww
11.15 –Reading
Wordstudy
Handwriting
-Ww
11.15 – Writing
12.10 – Library/ICT
- cyber safety
Lunch break
1.45 – 3.00
Meetings/
Notes
To do:
Connected
curriculum meeting
3:15
TBF – 8.00am
Reading group to go to
Judith at 11.45-12.45
Syndicate meeting
Reading group to go
to Judith at 11.4512.45
Reading group to go to
Judith at 11.45-12.45


Balance roll
Sign FLR’s
Nikki Filipo Weekly Guided Reading Plan term three, week 1
14-16
23-24
Golden Goats
Red Roosters
24-26
Black Bats
Mini
Monday
less
w.a.l.t – make simple inference
on
Read with T
w.a.l.t – self monitor when we
read
S.C – we will stop reading and
discuss with a teacher or a buddy
what our reading problem is. We
might use words like “I’m not sure
what ____ means”
After reading – read with a partner
and use strategy bookmark
together
Black Bats Weekly reader –
Independent task:
Before reading:
w.a.l.t – activate our prior
knowledge
S.C we will be able to identify what
we know about a topic and any
new learning
Activity – before and after web
http://studyladder.co.nz/
eBook – lions
Golden Goats Weekly reader –
Independent task:
Before reading:
w.a.l.t – activate our prior
knowledge
S.C we will be able to identify what
we know about a topic and any
new learning
Activity – before and after web
ilver snakes
28-29
Red Roosters Weekly reader –
Read with T
w.a.l.t – self monitor when we
read
S.C – we will stop reading and
discuss with a teacher or a buddy
what our reading problem is. We
might use words like “I don’t get
this paragraph especially the part
when ____”
After reading – fill in reading
strategy log
Tuesday
w.a.l.t – make simple inference
Wednesday
w.a.l.t – make simple inference
Thursday
w.a.l.t – make simple inference
Read with T
w.a.l.t – self monitor when we read
S.C – we will stop reading and
discuss with a teacher or a buddy
what our reading problem is. We
might use words like “I’m not sure
what ____ means”
After reading – read with a partner
and use strategy bookmark
together
Read with T
w.a.l.t – self monitor when we
read
S.C – we will stop reading and
discuss with a teacher or a buddy
what our reading problem is. We
might use words like “I’m not
sure what ____ means”
After reading – read with a
partner and use strategy
bookmark together
Read with T
w.a.l.t – self monitor when we
read
S.C – we will stop reading and
use our fix up strategy book mark
to work our unknown words and
restore meaning.
After reading – read with a
partner and use strategy
bookmark together
Read with T
w.a.l.t – self monitor when we read
S.C – we will stop reading and
discuss with a teacher or a buddy
what our reading problem is. We
might use words like “I don’t get
this paragraph especially the part
when ____”
After reading – complete before and
after web
Read with T
w.a.l.t – self monitor when we
read
S.C – we will stop reading and
use our fix up strategy book mark
to work our unknown words and
restore meaning.
After reading – complete before
and after web
Independent chapter book task:
w.a.l.t – read independently &
comprehend what we have read
by completing a reading task
sheet.
Reading task sheets includes:
Literal, inferential and evaluative
questioning
Read with T
w.a.l.t – self monitor when we read
S.C – we will stop reading and
discuss with a teacher or a buddy
what our reading problem is. We
might use words like “I don’t get
this paragraph especially the part
when ____”
After reading – complete before and
after web
Independent task:
http://studyladder.co.nz/
Focus – Reading and
comprehension
eBook – Christmas in the snow
w.a.l.t – read independently &
comprehend what we are reading
Read with T
w.a.l.t – self monitor when we
read
S.C – we will stop reading and
use our fix up strategy book mark
to work our unknown words and
restore meaning
After reading – complete before
and after web
Independent task:
http://studyladder.co.nz/
Focus – Reading and
comprehension
eBook – underwater creatures
w.a.l.t – read independently &
comprehend what we are reading
Independent chapter book task:
w.a.l.t – read independently &
comprehend what we have read
by completing a reading task
sheet.
Reading task sheets includes:
Literal, inferential and evaluative
questioning
Read with T
w.a.l.t – self monitor when we
read
S.C – we will stop reading and
use our fix up strategy book mark
to work our unknown words and
restore meaning
After reading – fill in reading
strategy log
Room 12 mathematics term three, week 1
Class warm up
Beep!
Number solute
Number fans
Number line
Greedy pig
Groups
w.a.l.t
Monday
Tuesday
Wednesday
Thursday
Friday
Add and
subtract
numbers
S.C – count on from larger numbers
even when the smaller number is
given first
Book 5 – pg. 21
Bigger number first
S.C – count on from larger
numbers even when the smaller
number is given first
Book 5 – pg. 21
Bigger number first
S.C – count on from larger
numbers even when the smaller
number is given first
Book 5 – pg. 21
Bigger number first




S.C – count on from larger
numbers even when the smaller
number is given first
Book 5 – pg. 21
Bigger number first
S.C – subtract tens from a
number by counting back on
tens
Book 5 – pg. 23
Subtracting tens
S.C – subtract tens from a
number by counting back on
tens
Book 5 – pg. 23
Subtracting tens








S.C – jump through a number
line to solve problems like 17
+ ? = 91
Book 5 – pg. 33
Jumping the number line
S.C – jump through a number
line to solve problems like 17
+ ? = 91
Book 5 – pg. 33
Jumping the number line
Circles
Student task board
Independent activities
www.studyladder.co.nz
www.mathletics.co.nz
Basic facts – instant recall of basic facts to ten
Number knowledge w.a.l.t –
Triangles
Add and
subtract
numbers
S.C – subtract tens from a
number by counting back on
tens
Book 5 – pg. 23
Subtracting tens




Student task board
Independent activities
www.studyladder.co.nz
www.mathletics.co.nz
Student task board
Independent activities
www.studyladder.co.nz
www.mathletics.co.nz
Basic facts – instant recall of doubles facts to 25
Number knowledge w.a.l.t –
Squares
Add and
subtract
numbers




Student task board
Independent activities
www.studyladder.co.nz
www.mathletics.co.nz
S.C – jump through a number
line to solve problems like 17
+ ? = 91
Book 5 – pg. 33
Jumping the number line
Basic facts – instant recall of doubles facts to 50
Number knowledge w.a.l.t –
Student task board
Independent activities
www.studyladder.co.nz
www.mathletics.co.nz
Using the
different
tools before
school
Before school…
What my
students
think
Questions?